Main Article Content
Abstract
Technical and vocational education and training (TVET) is central to Nigeria's quest for youth employment, industrialisation and economic diversification, yet the sector is constrained by obsolete equipment, shortages of skilled instructors, limited workshop practice and a widening gap between training and labour-market needs. At the same time, artificial intelligence (AI) is transforming both how skills are taught and which skills the world of work demands. This conceptual paper examines how AI can be leveraged for skills development in technical and vocational education, with particular reference to Nigeria. Drawing on Kolb's experiential learning theory and human capital theory, the paper clarifies the concepts of TVET, skills development and AI, and identifies key areas where AI can strengthen skills acquisition: intelligent tutoring and adaptive learning, AI-enhanced simulation and virtual workshops, competency-based assessment and feedback, learning analytics, labour-market intelligence for curriculum alignment, support for instructor productivity, and the teaching of AI-related skills as part of TVET content. The paper also examines challenges, including inadequate infrastructure, low digital competence among instructors, cost, curriculum rigidity, data privacy and the risk of widening inequalities. It argues that AI should complement, not replace, hands-on practice and the instructor's role. Recommendations include integrating AI literacy into TVET curricula, instructor capacity building, investment in AI-ready workshops, partnerships with industry, and a national framework for ethical AI use in TVET.